EFFECT OF E-LEARNING ON THE ENGLISH ACHIEVEMENT OF STUDENTS

KENNETH P. DE LA PIEDRA, LPT, MAT

Abstract

The purpose of this quasi experimental study is to investigate if e-learning method can help improve the
English academic performance of Grade 11 senior high school students of University of Perpetual Help System
for the school year 2019-2020. Data in this study were gathered using the researcher-made English academic
performance test which was validated by the members of the panel. The independent variables of the study
were e-learning method and traditional method, on the other hand, the dependent variable was the English
academic performance. The descriptive statistics that were used in the study were mean, and standard deviation,
t-test for dependent samples, t-test for independent variables. The alpha level of significance was set at 0.05.
The findings of the study revealed that the 1. The English academic performance of students in the pretest both
in the experimental and control groups is fair. However, in the posttest of the experimental group, the English
academic performance is high. There is no significant difference in the pretest scores on the English
performance both for experimental and control groups. There is a significant difference in the posttest scores on
the English performance in favor of the experimental group using the e-learning method. The e-learning method
has high effect in the English academic performance of students.

Keywords: e-learning; English performance; teaching method; quasi experimental research

Introduction

Nowadays, E-learning is considered as one of the best technological innovations that fundamentally has

a great impact on the educational experience. With the power of the web, the teaching and learning transaction

is exposed to unfathomable amounts of information.

E-learning is an open system that blends access to information and purposeful communication into a

dynamic and intellectually challenging learning community. E-learning transforms education in ways that

extend beyond efficient delivery or entertainment value. It is not the issues of access to information but the

connection to others that distinguishes e-learning from both conventional face-to-face or distance education.

Surfing the Internet is not an educational experience, any more than wandering through a library is, and it is

disingenuous to acknowledge it as anything more than informal learning. (Rice, 2013)

All developing nations are aware of the fact that learning a foreign language is of vital importance in

order to adopt the latest scientific and technological innovations in the world, and are determined to establish a

system in which while evaluating the human resources available in their countries, those who have a good

command in foreign language have great advantage over the ones who do not.
 The latest and the most advanced discoveries and inventions in science and technology are being made

in the universities located in the United States of America where English language is the means of scientific

discourse. (Melitz, 2016)

Nowadays, English has become a universal language rather than the language only of the English

speaking countries such as the United Kingdom and the United States of America because the number of people

who use English as a means of communication exceeds the number of the people who speak it as their mother

tongue. The Philippines is not an exemption in this aspect.

Ever since the introduction of English in the country through the American teachers called Thomasites,

Filipinos have already adopted into their lives English as their second language. English is already part of the

educational curricula in the primary, secondary, and tertiary levels, and even encounter some English words and

phrases which implies that Filipinos are proficient in the language.

This study was anchored to John Sweller’s theory of Cognitive load which states that the amount of

mental effort involved in working memory. These amounts of mental effort are categorized into three: germane,

intrinsic, and extraneous.

Germane cognitive load refers to the work that is put into constructing a long-lasting store of knowledge

or a conceptualization of a particular idea or object which tells us what to expect when we encounter it in the

future. Intrinsic cognitive load refers to effort made of a learner, the load to be exerted is dependent on how

complex the task or concept is. Extraneous cognitive load is any effort imposed on learners by the teacher, or

the instructions that they are asked to follow

Also, this study utilized learning theory of cognitive development because it plays a huge role in the

case of the former approach understanding by thinking for the reason of its very nature where time and distance

often separate instructors and learners, the cognitive process plays an even more important role in e-Learning.

The learning theory of cognitive development is a theory in psychology, advanced by Jean Piaget, a Swiss

developmental psychologist. At its very basic level, his theory explains the role that the human brain plays in

helping learners understand new and complex concepts.

 The main objective of this study is to determine if e-learning has an impact on English academic

performance, more specifically this study answered the question: What is the level of English academic

performance in the pretest and posttest of Grade 11 senior high school students of the University of Perpetual

Help System Pueblo de Panay Campus in the experimental and control group?

Methodologies

This study utilized the quasi-experimental, pretest, posttest, control group design. Quasi-experimental

design is same as classic controlled experimental design except the style of assigning subjects to two groups. In

classic controlled experimental design, there is random assignment. On the other hand, Quasi-experimental

designs are commonly employed in the evaluation of educational programs when random assignment of

subjects to the two groups is either not possible or not practical. Thus, in a quasi-experimental design, the

research substitutes statistical controls for the absence of physical control of the experimental situation. This

design is appropriate factor or intervention since this is not a pure experimental method because the participants

has no equal chance to be sampled as either experimental or control rather assigned in each group, the two

sections.

This non-equivalent pre-test- posttest control group design was conducted among the Grade 11 Senior

high school students who were officially enrolled in Oral Communication class, there are 2 groups in this study

(Section Rizal) as the control group and (Section Bonifacio) as the experimental group.

The study lasted for four weeks or twenty (20) class days (October 21, 2019 to November 15, 2019),

covered the topics that were discussed in the duration of the study. The students’ English academic

performance was determined by using a validated and item analyzed researcher-made English academic

performance questionnaire, which was administered before and after instruction.

The participants of this study are the Senior High school students of University of Perpetual Help

System Pueblo de Panay Campus for the school year 2019-2020. From a population size of 143, a sample size

of 105. Section Bonifacio was chosen to be the experimental group and Section Rizal to be the control group.

The students for the study were chosen through pair matching of the two sections. The assignment of the two

sections as experimental and control groups was done through lottery technique. It was rolled and placed in

separate boxes designated for each section.

 Seventy (70) students were included in this study, 35 students in the experimental group and 35 students

in the control group.

Table 1

Distribution of Groupings, Treatment Assignments, and Sample Size

Groupings Treatment Assignments Sample Size

Group 1 Experimental Group 35

Group 2 Control Group 35

Data gathered were computer-processed using the statistical package for the Social Science (SPSS)

Software. Descriptive statistical tools such as frequency count, mean, and standard deviation were employed.

On the other hand, t-test was used as inferential test. The inferential test was set at 0.05 alpha levels of

significance.

The researcher utilized a standardized questionnaire to gather the needed data. The study gathered the

needed data by using a researcher made 30 item English academic performance questionnaire, the questions are

based from 3 major factors affecting the English academic performance according to (Mosha, 2014). (1)

English Language Learning and Teaching in Classrooms (2) Attitudes of Language Learning (3) Motivation

and Language Learning, the questionnaire undergone pilot testing, reliability and content validity test.

In concluding the study, ethical considerations, especially in terms of informing and seeking permission

from school administrators and participants, were taken into account. The researcher in this study need not only

expertise and diligence, but also honesty and integrity particularly in terms of informing and seeking permission

from the school administration and the respondents of this study. This is done to recognize and protect the

rights of human subjects. First, the researcher requested permission from the Research Center of University of

Perpetual Help System Pueblo de Panay, to check the potential harmful impact and risk of the study to

participants. Written consent was also secured from school administrators to have their students interviewed. As

to assure the participants of absolute confidentiality, each of them were asked to sign a consent form prior to the

video recorded interview. Likewise, the written consent informed him/her the right to withdraw from the study

at any time.

The Experimental Procedure

 To establish the effect of E-Learning in the performance of the senior high school students in Oral

Communication class, the researcher did the following steps: Initially, two sections in grade-11 (Sections: Rizal

and Bonifacio) were identified as the respondents of this study. Two groups were randomly selected since the

class assignments was based on the enrollment sequence and not on their performance in their previous grade

level. The experimental and control groups were chosen using the lottery technique of the simple random

sampling.

Four lessons were identified as the selections for the pretest and posttest: Elements Affected in Shifts on

Speech Context, Speech Styles, Speech Acts, and Communicative Strategy; Types of Speeches 1 and 2;

Principles of Speech Writing; Principles of Speech Delivery.

Before the start of the study, the same set of pretest was administered to both groups: the experimental

group and the control group purposely to gather initial data on the understanding and appreciation of literature

prior to the introduction of the intervention. The researcher asked another English teacher to administer the

pretest to both groups. The pretest was checked, recorded, and tabulated for analysis using the appropriate

statistical tools.

The test covered the skills and competencies in reading, comprehension, vocabulary, critical thinking,

and application of the principles depicted in the lesson. The same set of test was given to both groups in the

pretest and the posttest but in the posttest the questions were rephrased. The posttest was administered after the

discussion of every story.

Result and Discussion

English Performance in the Pretest and Posttest

of the Control and Experimental Group
 Table 1 presents the English academic performance in the pretest and posttest of the experimental group design

using the e-learning method in the experimental group and the traditional learning method in the control group.

The pretest in the experimental group using the e-learning method (M = 28.38, SD = 4.7) is fair while the pretest

in the control group using the traditional method (M = 26.09, SD = 5.3) is fair. Moreover, in the posttest of the

experimental group, the result is high (M = 34.47, SD = 3.6) with a mean gain of 6.36, whereas in the posttest of the

control group the result is fair (M = 29.42, SD = 6.4) with a mean gain of 3.33. This simply shows that there is an increase

in the English performance of the students using both methods in teaching.

Table 1

Mean and Standard Deviation of English Performance in the Pretest and Posttest of the Control and
Experimental Group Design

English Academic Performance of the

Control and Experimental Groups

Pretest Posttest

Group Mean Desc. SD N Mean Desc. SD N Mean

Gain

Experimental 28.38 Fair 4.72 21 34.47 High 3.6 21 6.36

 Control 26.09 Fair 5.3 21 29.42 Fair 6.4 21 3.33

Scale Description
40.01 – 50.00 Very High
30.01 – 40.00 High
20.01 – 30.00 Fair
10.01 – 20.00 Low
0.00 – 10.00 Very Low

The result implies that there is an improvement in the English academic performance of students using

the e-learning method over the traditional method. It is because e-learning content is more interactive to

students since it contains pictures, videos, and simulation app that helps the learners remember the lesson

better. Given that e-learning is more engaging than traditional method they can easily recall and apply these

ideas and concept into their study.

The result conforms to the findings of that e-learning method is interactive wherein it is one of the key

element in all contemporary learning environment. The interactivity between students and e-learning enables

them to analyze and explore the learning materials.

Differences in the Pretest Scores of the

Experimental and Control Groups

Table 2

T-test in the Pretest Scores of the Experimental and Control Groups

Pretest Scores of the Experimental

and Control Groups

Group Mean SD t-value df Sig.(2-tailed)

Experimental 28.38 4.7

Control 26.09 5.3 1.475† 40 .148

†
p > .05 – not significant at 5% level

The result implies that the students who use the e-learning method and traditional method may have the

same performance in English. This shows that the experimental and control groups are similar and can be

compared to each other. Eventually, both teaching method can be used by the teachers and students to enhance

the English performance.

Findings

The Quasi-experimental design was conducted to find out the effectiveness of e-learning method on the

English Academic Performance of Senior high school students of University of Perpetual Help System (UPHS)

for the school year 2019-2020.

Data in the study were obtained through the pretest and posttest administered by the researcher before

and after the lesson every week in the 2nd quarter period using the 50 items validated and analyzed researcher-

made test.

Based on the results, the major findings of the study were:

1. The English performance of students in the pretest both in the experimental and control groups is fair.

However, in the posttest of the experimental group, the English academic performance is high, while in the

posttest of the control group the English performance is fair.

2. There is no significant difference in the pretest scores on the English performance both for

experimental and control groups.

3. There is a significant difference in the posttest scores on the English academic performance in favor

of the experimental group using the e-learning method.

Conclusions

1. The students are able to improve their English academic performance using the e-learning method

over the traditional learning method. With this learning method, the English performance of students will

continuously improve. They will find learning motivating, engaging, and interesting. They will not be passive

learners in the classroom. The students learn better when they used the e-learning method because they rely

heavily to this learning material. This does not mean that they are truly dependent to e-learning rather they feel

confident in their learning or work activities if the teachers are on their side giving directions on what to do.

The learning of the students is enriched greatly because the transfer of learning is facilitated by technology.

This motivates the students to learn more because the presentation of the concepts is catchy, clear, and

attractive.
 2. The learning experiences of students applying the e-learning method helps them improve their

English academic performance. The effectiveness of this learning method will increase the enthusiasm of the

students in learning. This will make them active participants in the learning process. They will be challenged to

construct the knowledge rather than become passive reservoir of knowledge in the classroom. The desire of the

students to learn with the help of technology will make them accomplish a variety of tasks and perform better in

the lesson.

3. The students assigned in the experimental group and control groups have the same level of English

performance. This seems to be the level of performance it is because they are matched according to the pretest

scores resulting to have similar performance. If this is the case, it is not far that the students in the experimental

and control groups will have an equal chance to achieve higher or better performance in English.

4. The e-learning method is more effective than the traditional learning method. It is because the e-

learning method matched with the learning styles and needs of the students. This method in learning will help

the students learn better and achieve better learning outcomes. This will guide the students to learn

independently later on and open the possibility that they can construct the knowledge needed without the

assistance of the teachers.

Recommendations

1. The teachers may use the e-learning method to benefit the students. This may constantly use the

technology to support their instruction, change the learning environment, increase motivation, and collect more

participation from the learners. The students may continue studying their lessons, exert more effort in learning,

attend classes regularly, and perform the activities actively because with their eagerness and goal to learn they

can improve their English academic performance.

2. The teachers may keep on mixing the technological strategy with actual learning tasks in order to

create a harmonious effect between learning and working. After the teachers may find confidence among

students using the e-learning method, they may convert the energies of the students in constructing their own

knowledge through reporting, sharing of ideas, and cooperation. The combination of technologies, pedagogies,

and even learning tasks allow the learners to adjust and adopt new ways of learning.

3. The teachers may use technology to support their instruction and to improve the performance of

students in school. They may also teach the students how to use different applications so that access to different
platforms may be very useful to students. The parents may provide support to students learning by giving

advises, provide tools for learning (i.e. gadget, cellphone, laptop) if can afford, and show good values like

respect, control, and discipline. The school principals may allocate budget for the instructional materials and

technology needed by the teachers. These are important tools for learning to improve the performance of the

students and lift the achievement of the schools. They may also try to have internet connections in the school to

provide the teachers and students wide resources for teaching and learning.

4. The teachers may prepare the power point slides, design the activities, and make the technology

readily available for learning. This is vital so as to save time and effort in the teaching preparation. They may

send also the instructional materials online for easy access of the learners. The students may continue their

interest in doing the learning tasks or activities. They may be responsible in accessing the online resources

regularly and use the online material to support the work done face-to-face. With this approach, the students

may be motivated and increased interest in doing the activities.

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